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Who benefits from attending the higher track? The effect of track assignment on skill development and the role of relative age

Cotofan, Maria, Diris, Ron and Schils, Trudie (2022) Who benefits from attending the higher track? The effect of track assignment on skill development and the role of relative age. Journal of Human Capital, 16 (2). 273 - 302. ISSN 1932-8575

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Identification Number: 10.1086/718462

Abstract

Previous findings on (gradually decreasing) relative age effects in school suggest that too few younger and too many older students attend academic tracks. Using a regression discontinuity design around school-specific admission thresholds, we estimate the cognitive and noncognitive effects of track assignment at the achievement margin, across relative age. We find that attending the higher track does not affect cognitive outcomes at any relative age. For older students, attending the higher track increases perseverance, need for achievement, and emotional stability. The results suggest that older students compensate lower ability (given high-track attendance) with higher effort.

Item Type: Article
Official URL: https://www.journals.uchicago.edu/journal/jhc
Additional Information: © 2022 The University of Chicago
Divisions: Centre for Economic Performance
Subjects: L Education > LB Theory and practice of education
H Social Sciences > HC Economic History and Conditions
Date Deposited: 28 Apr 2022 23:15
Last Modified: 14 Jun 2022 11:06
URI: http://eprints.lse.ac.uk/id/eprint/115001

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